EPP Student Teaching Handbook - 2021 March

This handbook has been developed to serve as a guide for teacher education candidates, Mentor Teachers, College Supervisors, and school district officials who support teacher preparation

Surveys of new teachers suggest that student teaching is the most important part of their teacher educationexperience This handbook has been developed to serve as a guide for teacher education candidates, Mentor Teachers, College Supervisors, and school district officials who support teacher preparation candidates and programs at Buffalo State College The handbook provides essential information and addresses critical issues It is intended to provide an orientation, identify roles and responsibilities, promote uniform application of student teaching policies, and enhance communication among all parties involved in the student teaching experience

Please read the handbook prior to beginning placements and keep it as a reference when questions arise Sign the Handbook sign off sheet- Appendix 1 and give this to your supervisor

Note: Educator Preparation Provider is also referred to as EPP

Teacher Education Unit is also referred to as TEU or Unit

Mentor Teacher also refers to Co-Operating Teacher

Letter from the Dean of the SOE

5

Section I SUNY Buffalo State Educator Preparation Provider Overview

6

Introduction 6 Buffalo State Mission 6 TEU Mission 6 TEU Vision 6 TEU Core Values 7 TEU Conceptual Framework 7 TEU Goals ……… 8

Professional Dispositions 9

NYS Code of Ethics 9

General Professional Competencies (INTASC) 11

Professional Development Schools (PDS) 12 Section II: Policies and Procedures: Teacher Education Clinical Placement Policies 12 Academic Policy 13

Clinical Practica 13 Assignment of Clinical Placements 13

Performance Requirements for Candidates in Clinical Placements 14 Safety and Welfare 14 Absences 15 Teaching Schedule 15

College Courses, and Extra-Curricular Activities 15

Outside Employment 16 Substitute Teaching 16

Legal Aspects of Student Teaching 16

Liability Insurance 17

Transporting Students 17

Use of Physical Management Techniques

17

Strike Policy

17 Section III: General Student Teaching Information

Dear Teacher Candidate:

It is my pleasure to welcome you to the culminating event that will engage you in practicing the craft of teaching Now you must call upon all of the knowledge you have worked so hard to amass during your program of study You will reach deep within your own personal storehouse of

optimism, strength, hopefulness, stamina, creativity, patience and joy to set your feet firmly on the road to a professional lifetime of rewarding experiences and to begin—not end your quest to knowmore, do more, be more

This profession is not for the faint-hearted, nor is it meant to be just another job This is a calling

you have answered and we have nurtured in you Rather than the “end” of your road, this the next chapter in your studies Do not be complacent You have learned much already, but be prepared to learn something new every day Accept teaching as a journey and be ready to meet different

challenges daily

I know how much time, effort and research has gone into your courses, your field experiences and the many opportunities we have presented to you along the pathway you chose to arrive at this moment As your teachers, mentors, and coaches, we will not abandon you to do this alone We have invested in your success, supported your accomplishment of the highest standards, and will continue to push you to do more than is minimally required

As we send you into the schools where we have established long-lasting professional partnerships,

we expect you to represent Buffalo State well, to bring all that you have learned to your classroom

and to remember that you are responsible for teaching all children, not just some We are confident

that we have instilled in you the skills of compassionate practice that will propel you toward

becoming the great teacher you wish to be…the one teacher a child or young person may rememberall his or her life

Excellence is never an end It is a means Be excellent Teach well Love your job Respect the

families who entrust you with their children Do not see student teaching as the end It is only the beginning Teach as if the future of the world depends on you…because it does!

Best wishes for spectacular success,

Professor and Dean

I SUNY Buffalo State Educator Preparation Provider Overview

Introduction

Teacher preparation programs leading to certification require completion of specialized courses and field experiences Included in the program are courses which develop knowledge of the nature and needs of children The knowledge, skills, and dispositions associated with effective instruction are applied in a series of practicum and/or field experiences These practicum experiences are sequential, with each experience building on specific skills that have been acquired in the previous setting Studentteaching is the culminating experience in which participants are expected to teach under the supervision

of experienced, certified teachers to demonstrate the knowledge and skills expected of beginning teachers All professional education programs at the college are led by the Council of Deans which includes the Graduate Dean, Dean of Intellectual Foundations, School of Education Dean, School

of the Professions Dean, School of Arts and Humanities Dean, and School of Natural and Social Sciences Dean The preparation of teachers for Early Childhood and Childhood, Career and

Technical Education, Business and Marketing, Family and Consumer Sciences, Technology

Education, and Exceptional Education program areas are housed within departments in the School

of Education The preparation of teachers for secondary education content areas occurs primarily within departments of the respective disciplines in the School of Arts and Humanities, the School of Natural and Social Sciences, and the School of the Professions All teacher education programs are represented in the Teacher Education Council (TEC) which acts as in an advisory role to the Council

of Deans

Buffalo State Mission

Buffalo State Mission Statement Buffalo State is a diverse and inclusive college committed to the

intellectual, personal, and professional growth of its students, faculty, staff, and alumni Our mission is to empower students to succeed and to inspire a lifelong passion for learning Buffalo State is dedicated to excellence in teaching, research, service, scholarship, creative activity, and cultural enrichment

TEU Mission

The mission of the teacher education faculty at Buffalo State College is to prepare facilitators of learning

(initial programs) and accomplished educators (advanced programs) who are reflective, innovative, and student-centered We strive to prepare professionals who can meet the challenge of teaching all learners

in a complex, technological, global society Teacher education faculty engage their collective expertise in teaching; scholarship and research; and service to the community, college, and profession Faculty value and strive to cultivate a professional climate that promotes teaching excellence, intellectual vitality, and communication through collaboration across programs, among faculty, students, and the larger

community

TEU Vision

The conceptual framework, which includes unit goals, of all teacher education programs at Buffalo State

College articulates the unit's vision, ensures coherence across candidates' programs and reflects

commitment to prepare candidates to work effectively with all students including students with culturally,linguistically, and ethnically diverse backgrounds and students with disabilities

TEU Core Values

The teacher education faculty believe that the optimal environment for teacher preparation is one in which college-based and school-based teacher educators collaborate closely on mutually identified and mutually beneficial outcomes designed to improve both the college and school settings

The teacher education faculty both recognize and celebrate the diversity which characterizes

American educational institutions; furthermore, the faculty are unequivocally committed to

preparing educators whose attitudes and professional expertise advance diversity and the diversification

of American democratic society

Teacher education faculty are committed to the following fundamental premises: (1) that all candidatescan learn; (2) that all candidates have a right to learn to their greatest potential; and

(3) that all candidates are entitled to an educational environment where teaching and learning are the most valued of all activities

Buffalo State intends to build upon its strength in teacher education and its location in the second largestcity in the state to play a leadership role in addressing the issues relative to the delivery of qualityeducation in urban settings In support of this initiative, the college will:

 Focus on studying and assisting urban schools

 Seek to recruit students with an interest in urban education

 Develop curricula to focus on training for service in inner city settings

 Develop a capstone program in urban education open to educators across the state

 Provide continuing education and lifelong learning opportunities for teachers in the region

TEU Conceptual Framework

The Buffalo State College Teacher Education Unit is committed to the intellectual, personal and

professional growth of future and practicing professionals in the diverse fields of education We seek to prepare reflective, innovative, student-centered educators who are committed to transform the lives and the communities in which they live and serve

Reflective

Reflective teachers recognize the importance of continuous improvement and data-driven making They possess the competence and commitment to infuse these ideals into their teaching At the core of this principle is, first, the knowledge that all students, no matter what background or situation, canlearn and become responsible citizens of this world; and second, that it is the responsibility of teachers to partner with school leaders, community members, and family, to help each student grow to his or her potential This responsibility is grounded in a commitment to the profession and to the significant role that schools and education play in furthering a socially just and democratic society At Buffalo State, we

decision-foster this level of reflection through an awareness and understanding of social and global equality issues,

a readiness and ability to examine the latest research and best practices of the field, a collaborative spirit that seeks to consult and learn from community and culture, and expertise to perform deliberate and thoughtful assessment in each new situation

Innovative

Innovation in teaching is the ability and ambition to find and create solutions for student and school challenges, to embrace change in the interest of all students, and to view mistakes and challenges as opportunities for growth Innovation in the field of education involves regular and responsive

collaboration with community and school partners; it involves new technologies and new uses for old technologies; and it recognizes fewer and fewer boundaries between every student and a quality

education The field of education must be as dynamic and progressive as the world around us Buffalo State is committed to preparing educators who recognize the importance of innovation in education We ensure our candidates achieve this principle through interaction with passionate and seasoned faculty, quality field experiences, curricular exercises, exposure to cutting-edge research, and professional development opportunities

or who are put at risk by social and cultural discrimination, limits the education of all students Buffalo State teacher candidates are prepared to be student-centered with a curriculum aligned with the RISE principles as well as national and state standards Student-centered practices are infused in all levels and programs and assessed regularly to assure our candidates understand and can effectively use these best practices to develop life-long learners

These three principles reflection, innovation, and student-centered education work interdependently andare integral to developing teacher candidates who possess the necessary content knowledge, professional awareness, and professional dispositions to support and enhance the education of all students in all contexts Buffalo State College is committed to the development of these principles in all our candidates

so that they may become effective leaders in the education of a just and equitable society

TEU Goals

The Teacher Education Unit goals directly reflect elements of the conceptual framework:

1: Content - The professional educator will know the subject matter to be taught to P-12 learners

2: Learner - The professional educator will understand P-12 learners’ socialization, g r o w t h

a n d d e v e l o p m e n t ; t h e l e a r n i n g p r o c e s s ; r e f l e c t i o n o f teaching; and the establishment of a classroom climate that facilitates learning

3: Pedagogy - The professional educator will attain an understanding of the strategies that candidates use to teach all learners

4: Technology - The professional educator uses technology as a vehicle for learners to acquire

information, practice skills, use higher order thinking skills, and participate in collaborative projects.

5: Reflection - The professional educator exhibits the ability to reflect and assess his/her own effectiveness, and to systematically make adjustments to improve and strengthen areas needing attention

6: Dispositions - The professional educator demonstrates respect for learner differences, commitment to own personal growth, and engagement in short and long-term planning.7: Diversity - The professional educator is aware of and sensitive to diversity issues and uses culturally and socially responsive pedagogy

Buffalo State College Teacher Education Unit Professional Dispositions

Buffalo State Teacher and Leadership Candidates must demonstrate the following dispositions These dispositions are introduced early, monitored throughout and assessed at the end of the program

2 Reliable and Dependable:

Are punctual and organizedComplete essential tasks without promptingMeet deadlines

3 Respectful:

Committed to meeting student needs Practice judicious and empathetic interactions with students and colleagues on campus and in the community

Show care and thoughtfulness in using the intellectual and physical property of others

4 Committed to Student Learning:

Make decisions and plans that are student centered and foster higher-order thinking skills

Demonstrate understanding of the important contribution of diversity of thought, background and ethnicity in high-quality educational experiences

Use culturally-relevant curriculaDemonstrate and affirm the expectation that all students can learn, and it is the teacher’s responsibility to investigate research and practice in differentiating

instruction to reach all learners’ needs

Display in their lessons and plans a thorough knowledge of current theory, content, pedagogy, technology tools and assessment practices

Seek appropriate leadership roles

New York State Code of Ethics for

Educatorshttp://www.highered.nysed.gov/tcert/pdf/coeposter.pdf)

Statement of Purpose:

The Code of Ethics is a public statement by educators that sets clear expectations and principles to guidepractice and inspire professional excellence Educators believe a commonly held set of principles can assist in the individual exercise of professional judgment This Code speaks to the core values of the profession "Educator" as used throughout means all educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and pupil personnel service

providers (See appendix 2)

General Professional Competencies for Initial Programs

General professional competencies for initial programs are based on the following standards (or those deemed appropriate by the specialized professional area):

A For Initial Programs:

Interstate Teacher Assessment and Support Consortium model core teaching standards (Appendix 4-InTASC Standards):

The Learner and Learning

Standard 1: Learner Development—The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences

Standard 2: Learning Differences—The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards

Standard 3: Learning Environments—The teacher works with others to create environments thatsupport individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Standard 4: Content Knowledge—The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.Standard 5: Application of Content—The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues

Instructional Practice

Standard 6: Assessment—The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making

Standard 7: Planning for Instruction—The teacher plans instruction that supports every student

in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context

Standard 8: Instructional Strategies—The teacher understands and uses a variety of instructionalstrategies to encourage learners to develop deep understanding of content areas and their connections,

and to build skills to apply knowledge in meaningful ways

Professional Responsibility

Standard 9: Professional Learning and Ethical Practice—The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner

Standard 10: Leadership and Collaboration—The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and

to advance the profession

B For Advanced Programs:

Each advanced program follows specialized standards that include, but are not limited

to, Specialized Professional Association (SPA) standards, individual state standards, standards of the National Board for Professional Teaching Standards, and standards

of other accrediting bodies [e.g., Council for Accreditation of Counseling and Related Educational Programs (CACREP)]

Professional Development Schools (PDS)

The Professional Development Schools (PDS) Partnership between the School of Education and the Teacher Education Unit (TEU) at SUNY Buffalo State and participating schools is a collaborative effort The partnership is dedicated to college faculty, school administrators, practicing teachers, and teacher candidates exploring effective practices to:

(a) cooperatively mentor teacher candidates and provide close connections to authentic classroom practice;

(b) promote shared professional development for all constituents;

(c) impact student learning; and

(d) research innovative and best educational practices

Purpose

College faculty, school administrators, and practicing teachers deliberate on how to cooperatively supervise pre-service teachers and provide closer connections to classroom practice, promote professionaldevelopment for in-service teachers, improve student learning, and research educational practice for school reform

Critical aspects of our program involve creating and maintaining a collaborative community partnership with urban, suburban, and rural school districts; collaboratively identifying, developing, and refining practices that promote student achievement; supporting initial preparation and continuing professional development for teachers and other school based educators; and supporting teacher inquiry to improve pupil and educator development This is accomplished while Elementary Education, Exceptional

Education, Secondary Education, and Content majors gain a variety of experiences, ranging from

classroom observation and tutoring to methods and student teaching placements at established PDS sites

For more information, please refer to: http://pds.buffalostate.edu/about-us-0

II Policies and Procedures: Teacher Education Clinical Placement Policies

(Additional information: Teacher Candidate Policies ARTICLE I GENERAL PROVISIONS All Teacher Education Unit faculty and candidates should review the Buffalo State College Directory of Policy Statements (DOPS): https://academicaffairs.buffalostate.edu/dops ) and ( https://epp.buffalostate.edu/ sites/epp.buffalostate.edu/files/uploads/Faculty%20Resources/

TEUPolicyHandbook_Adopted_12.14.2018.pdf )

Academic Policy

The Undergraduate and Graduate Catalogs at http://catalog.buffalostate.edu/undergraduate/

and http://catalog.buffalostate.edu/graduate/ contain the academic requirements and policies related to academic performance and degree completion at Buffalo State The EPP Policy Handbook at

felony, your criminal history record may impede your ability to complete this program and/or become a NYS certified teacher Please review the Buffalo State

policy: https://deanofstudents.buffalostate.edu/admission-persons-prior-felony-convictions.

Clinical Practica (Student Teaching, Internship, Practica)

In order to continue assurance of high quality, all programs in the Educator Preparation Provider that clinical experiences ( student teaching, internships, and practica) adhere to the following principles, which meet the professional standards of national and state agencies [including NYSED Commissioner’s Regulations Part 51.21(b)(2)(ii)(c)(2)]:

A Clinical practica are guided by a college approved course outline Each outline includes the clinical experience description, objectives, expected content, and assessment consistent with the Educator

Preparation Provider’s Conceptual Framework, the professional standards applicable to the program, and each program’s philosophy or goals

B Clinical experiences are accompanied by a syllabus and/or a handbook informing all participants of outcome expectations

C Clinical experiences in a single program are based on the development of professional knowledge, skills, and attitudes with the final experience(s) extending at least 4 or more weeks

D Clinical experiences are accompanied by coursework or seminars

E Clinical experiences occur in appropriate high quality settings that provide experiences in diverse learning environments, including urban/high needs schools, and opportunities for collaborative

professional inquiry

F Clinical experiences provide opportunities for candidates to work with a variety of school and

community personnel as well as with parents and families

Assignment of Clinical Placements

A Clinical placements in teacher education are made in compliance with college policies

B To qualify for a required practicum or student teaching placement, the candidate must be admitted to a SUNY Buffalo State teacher education program; meet all program requirements outlined in the course catalog; be registered for the appropriate field experience course(s); and submit completed forms or applications on time Allowances for those seeking certification require approval of the Unit Head

C Candidates who require special accommodations in a clinical placement due to a disability must arrange such accommodations through the Buffalo State Disability Services Office prior to placement

D Clinical experiences provide candidates with opportunities to work with a full range of students, including varying ages and abilities and different racial, ethnic, socioeconomic, and linguistic

backgrounds

E All teacher education clinical placements are arranged through the appropriate departmental Clinical Placement/Student Teaching Office within the program’s service region

1 Candidates should not contact schools or teachers directly to arrange placements Established professional relationships among Buffalo State, specific schools and school districts, and other regional institutions of higher education are jeopardized if direct candidate contacts occur.

2 The Clinical Placement Office may ask for candidate preferences in the location and/or scheduling of clinical placements, but preferred placement is not guaranteed It is recommended that Clinical placements are made as close to the candidate’s preferred location or residence as feasible, given the quality and quantity of available placements, and the legitimate needs of other candidates, the schools,and college supervisors It is recommended that Teacher Candidates are not placed in school settings that relatives are employed, in order to minimize role confusion and conflict-of-interest issues that can undermine professional growth, performance, and evaluation

F All teacher education Clinical placements (Student Teaching, Internships, Practica) are arranged by thedepartment Clinical or Student Teaching Placement Office will notify candidates of their field

placements by mail, supplemented by a telephone call or email if time is short Candidates should report

to the main office of the assigned school on the first day of their placement, and follow the school’s security procedures on all visits Teacher Candidates should contact their mentoring teacher soon after theplacement is made to make specific arrangements for the placement to begin

G Candidates must provide their own reliable transportation to and from field/clinical placements Traveltimes are generally within 30 minutes for Clinical/student teaching placements and may be up to 60+ minutes for student teaching outside of the Buffalo area (SUTEC-NYC STUDENT TEACHING) Time spent commuting to and from clinical placements cannot be applied to the time requirements of the New York State Education Department, the College, and/or the schools

Performance Requirements for Candidates in Clinical Placements

The first obligation of candidates is to protect the welfare, safety, and rights of students, who may be minors or individuals in circumstances of significant vulnerability; the second is to promote student authentic learning in a socially just environment as described in the

Conceptual Framework The standards of professional behavior expected of all teacher education

candidates are described in the Buffalo State College Teacher Education Unit Professional

Dispositions (appendix-3 ), the Buffalo State Student Handbook of Student Policies

(https://deanofstudents.buffalostate.edu/handbook-student-policies ), and the New York State Code of Ethics for Educators (Appendix-2)

Safety and Welfare

A Teacher Candidates are responsible for the safety and welfare of the students in the classroom and hallways of the school Know fire drill directions and procedures Review lock down policies Do not leave the class unsupervised for any reason If candidates are in need of assistance and are alone, call the main office

B Candidates must comply with school rules, policies, and procedures, including those concerning student safety and management/discipline; and teacher attendance, performance (appropriate to the field experience), and behavior Candidate attire must meet the standard set by teachers in the school; be distinguishable from students; and comply with school dress code(s) for teachers and students

Absences

Teacher Candidates are not employees of the school district and are not entitled to sick days or personal leave In general, absences will not be considered excused (The exception is attendance at Teacher

Recruitment Day) Teacher Candidates may be required to make up absences at the discretion of the College Supervisor, in consultation with the Mentor Teacher Two or more absences may trigger a review

of the placement viability (refer to Section III- Expectations for Teacher Candidates/Professionalism and Attendance While Student Teaching)

A Teacher Candidate:

1 shall notify the assigned mentoring school, Mentor Teacher, and College Supervisor in advance of

an anticipated absence, or as early as possible on the day of an absence due to an emergency

2 must make arrangements to deliver teaching materials (manuals, reference material, lesson plans) which the Mentor Teacher will need, before the class meets

3 should notify the supervisor as soon as possible if they will not be able to teach at the appointed time set aside for a visit by their college supervisor and to arrange for another appointment

4 should not schedule personal business during student teaching hours If the Teacher Candidate believes there is sufficient reason for personal business to be taken care of during these hours, he

or she must consult with the Mentor Teacher and the College Supervisor in advance and may be required to make up this absence.

Excessive absences shall be addressed on an individual basis and may be the reason for placement and/or course failure

Teaching Schedule

Teacher Candidates shall follow the College Student Teaching Calendar with respect to: orientation programs, beginning day of teaching, seminar days, and final day of teaching In all other respects, including school vacations and holidays, the calendar and schedule of the school should be followed, including requirements for daily arrival and departure times There may also be special department schedules which need to be followed During placements candidates are expected to attend meetings and activities of a professional nature attended by other faculty members of the school and to which the Teacher Candidate has been invited, including after-school programs, special programs, PTA meetings, Open House, faculty meetings, and any other activities of the school

College Courses, and Extra-Curricular Activities

Teacher Candidates are expected to regard their assignment as a full semester, full time job during which they are required to work all hours of each school day for the entire experience Teacher Candidates should have ample time for conferences with the Mentor Teacher, thorough daily preparation, and participation in relevant school programs Throughout the period of student teaching, Teacher Candidatesshould not participate in extra-curricular activities that will in any way undermine their optimal

performance Teacher Candidates should not request permission to arrive late, leave early, or be absent from the mentoring school to take a course or engage in extra-curricular activities

Teacher Candidates are required to be in the classroom a full day, five days a week At a minimum, Teacher Candidates are expected to adhere to the arrival and departure times set by the school; however, Teacher Candidates are expected to devote the amount of time and energy necessary for optimal

performance They should remain at the school as long as the Mentor Teacher and College Supervisor feel it is necessary A carpool schedule is not an acceptable excuse for arriving late or leaving early Teacher Candidates are responsible for obtaining information about school closings in the event of adverse weather conditions Days missed from student teaching are not considered absences when the school is officially closed for reasons such as inclement weather or power failures

Professional conferences may occur during the semester Teacher Candidates may request to attend a conference if it is appropriate to the specialty or professional interest The Teacher Candidate should make the request at the beginning of the placement and receive approval from the Mentor Teacher and College Supervisor.

Outside Employment While Student Teaching

A Student teaching is a full-time responsibility Therefore, employment outside the school or additional coursework while student teaching is strongly discouraged Student teachers are not permitted to arrive late or leave the school early to accommodate such activities

B Should employment outside the school or additional coursework while student teaching hinder the performance of the student teacher, an unsatisfactory grade may be assigned and the student teacher removed from the placement

Substitute Teaching by Student Teachers

Except in specific approved programs, a teacher candidate cannot be asked to serve as a substitute teacher

in the assigned classroom during his/her student teaching practicum

Legal Aspects of Student Teaching

A All full-time undergraduate and graduate students at SUNY College at Buffalo, including those enrolled in student teaching courses, are highly encouraged to purchase accident and hospitalization insurance covering themselves, the College does not make it mandatory to do so (See Liability

Insurance)

B Teacher Candidates are covered by New York State Education Law §3023, which requires that each school district “save harmless and protect all teachers, practice or cadet teachers… from financial loss arising out of any claim, demand, suit or judgment by reason of alleged negligence or other act resulting

in accidental bodily injury to any person, or accidental damage to the property of any person within or without the school building, provided such teacher, practice or cadet teacher… at the time of the accident

or injury was acting in the discharge of his duties within the scope of his employment or authorized volunteer duties and/or under the direction of said board of education….” A student teacher who is involved in any such accident must immediately inform his/her mentoring teacher and school

administrator, and notify the college supervisor as soon as possible thereafter A student teacher who is served with a summons, complaint or other legal process involving an incident which occurred during the course of their student teaching placement must immediately forward a copy of the legal papers to the school administrator and the college supervisor

C Teacher Candidates are covered by New York State Education Law §3001, which states in effect that aschool district may permit a practice or cadet teacher enrolled in an approved teacher education program

to teach a class without the presence of the certified teacher in the classroom provided the classroom certified teacher is available at all times and retains supervision of the practice or cadet teacher

D New York State Social Services Law §413 require school officials “to report or cause a report to be made … when they have reasonable cause to suspect that a child coming before them in their professional

or official capacity is an abused or maltreated child….” Student teachers who become aware of such information must consult with their mentoring teacher and school administrator immediately, and notify the college supervisor as soon as possible thereafter The mentoring teacher and school will assist the student teacher in the event that the individual designated by the school district to report matters of abuse

or neglect determines that a report should be filed

E Teacher Candidates are covered by New York State Education Law §409-a, which requires that eye safety devices be worn as required in shops or laboratory settings, including but not limited to those used

in teaching science, technology, and vocational subjects at the elementary, middle, and high school levels.SUNY Buffalo State is not liable for any illness or injury that may occur at the mentoring school or agency Teacher Candidates are recommended to have their own insurance

Transporting Students

Transportation of learners to or from school or school-related activities is not permitted in cars belonging to, or driven by Teacher Candidates as part of their assignment

Use of Physical Management Techniques

Teacher Candidates should not use physical restraint procedures Teacher Candidates could be held responsible if they use inappropriate restraint, physical punishment, or other excessive physical management procedures to control the behavior of learners in the classroom

Strike Policy

If a candidate is placed in a district that goes on strike, the following procedures should be followed:

A If a strike is anticipated or goes into effect, the candidate should notify as soon as possible the college supervisor/course instructor and/or the Clinical/ Student Teaching Placement Coordinator

B Candidates are not to take part in any strike activities in the district Candidates should not enter the school building during a strike without first obtaining the permission of the mentoring teacher, the school administrator, and the president of the local teacher’s union If it is necessary for a candidate to enter the building, the mentoring teacher should assist the candidate in obtaining the approval of all required parties

Candidates should not become engaged, in any fashion, in a labor dispute that is internal to a school district Specifically, candidates should not be asked to make a personal decision regarding crossing a picket line They should not be used as teacher substitutes if they find themselves in a school where a teacher work stoppage occurs If a labor dispute is short lived, then the Department will inform its Teacher Candidates not to attend the placement site during the work action In the event the teacher action extends more than one or two days, the Department will have to provide alternate campus-based instruction until the work action ends or a suitable alternative placement can be secured If the work action is lengthy, the Department will locate alternative placements as soon as possible to meet minimum requirements mandated by the State Education Department and accrediting bodies

III General Student Teaching Information

Preparing for Student Teaching

According to the Council for the Accreditation of Educator Preparation (CAEP), “student teaching is an in-depth, direct clinical laboratory experience conducted in a school setting and is considered a

culminating clinical experience for the basic teacher preparation.”

Placements are selected to assure that Teacher Candidates have the opportunity to demonstrate

competence to work with learners in high need areas with learners from linguistically, culturally, and/or ethnically diverse backgrounds Placements are also selected to ensure that Teacher Candidates have experience in using technology to facilitate learning They build on the foundation of previously acquired abilities, synthesize earlier experiences, and refine not only through observation of teaching behavior in isolation, but also in reference to the content taught Teacher Candidates assume all the roles of effective teachers and use knowledge from all categories

New York State’s Office of Teaching Initiatives requires all teacher certification programs to include a student teaching component Student teaching means “a structured, college-supervised learning

experience for a candidate in a teacher education program in which the Teacher Candidate practices the skills being learned in the teacher education program and gradually assumes increased responsibility for instruction, classroom management, and other related duties for a class of candidates in the area of the certificate sought These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the class.”

Qualifying for Student Teaching

To qualify for a required practicum or student teaching placement, the candidate must be admitted to a SUNY Buffalo State teacher education program and meet all prerequisite program requirements Additionally, eligibility may also be impacted by some or all of the following:

a Portfolio review

b GPA – cumulative and/or in content area(s)

c Faculty recommendation(s) with Unit Head approval

d Grades in specific courses

e Self and/or supervisor assessments of performance

Candidates must successfully complete all program requirements that apply clinical/Student Teaching experiences, including those described in the college catalog; student handbooks/manuals; course outlines and syllabi; and other materials distributed by the department and/or faculty teaching courses in the program

The Teacher Candidate will have completed all required coursework, both for the college and the department, with a departmentally determined grade point average of at least 2.5/3.0 in the major and cumulatively The Teacher Candidate will have reviewed their Degree Works Report and ensured that any courses which must be transferred in from high school or any other institution have been accepted and placed on the audit Teacher Candidates may not begin their student teaching until all I/N/X grades are cleared Candidates may not student teach while on academic

probation If the final review of candidate’s student teaching folder, performed after the completion of the semester prior to student teaching indicates a deficiency, candidates may not be permitted to student teach.

The New York State Education Department mandates that candidates seeking their first teaching

certification must have a minimum 100 hours of field experience linked to coursework before student teaching Field experience means direct observation of teaching, participation in teaching, or teaching itself that is related to the teacher education program in which the candidate is enrolled; engaged in prior

to student teaching or practica; and carefully selected and planned by program faculty In addition, 15 of those hours must include a focus on understanding the needs of students with disabilities Candidates mustregister for two 6-credit sections of student teaching In addition, in many majors candidates also register for a student teaching seminar Candidates will be instructed which CRN numbers to select during the department’s student teaching orientation

The Teacher Candidate will have completed at least the Child Abuse Seminar if not all required seminars,prior to student teaching Teacher Candidates entering a student teaching situation become “required

reporters” in the eyes of New York State Candidates are required to have complete all mandatory seminars in order to graduate from an education program and become eligible for initial

The Teacher Candidate will have given due consideration to the housing, living necessities, and

transportation needs of the student teaching semester, and arranged accordingly, prior to the student teaching semester

Candidates are reminded that attempting to work in another position through the teaching placement period may negatively impact a candidate’s ability to succeed in the classroom, and is not recommended.The Teacher Candidate will have given consideration to any needed wardrobe adjustments/additions so that he/she will be properly and professionally attired to enter a school

The Teacher Candidate will have performed a thorough review of any electronic medium, such as Facebook, and addressed/removed any inappropriate content School districts can and do perform searches, and inappropriate postings may have a negative impact on placements as well as future

employment

The Teacher Candidate will be aware of the student teaching calendar and attendant activities in order to plan vacations and other life events well in advance or well after the student teaching semester The Teacher Candidate is expected to be available for and focused on the numerous activities which surround the student teaching time period

The Teacher Candidates should have an up-to-date resume The resume will be shared with the

prospective Mentor Teachers and school administrators and serve as an introduction of the background, education and skills the candidate brings to the classroom All candidates can utilize the services of the

Career Development Center for assistance with resumes

Once candidates have been accepted to student teaching, candidates will be assigned to a College student teaching supervisor It is critically important that candidates must be reachable by and available to supervisors – it is crucial to communicate any phone or address changes

A candidate who refuses an assigned placement will not be reassigned until the following semester, due

to the large number of placements made each semester and the legitimate needs of other candidates

Fingerprinting Expectations

All applicants for New York State Teacher Certification are required to have a fingerprint-supported criminal history background check processed through the Office of School Personnel Review and

Accountability (OSPRA)

SUNY Buffalo State recommends that all students be fingerprinted PRIOR to any field placement Some

school districts request fingerprint clearance for all school personnel, including Teacher Candidates

After the fingerprints have been processed by OSPRA, the TEACH account will contain the following statement: “The DCJS and FBI results have been received” Candidates will not receive anything from OSPRA unless a school district requests a fingerprint clearance report for candidates

It typically takes at least 24 hours for fingerprints to be processed through OSPRA

Applying for Graduation and Your Degree See section V and

Graduation Preparation: Steps to apply for graduation and degree

(http://registrar.buffalostate.edu/degreeapplication

The Student Teaching Experience

Student teaching is the capstone event in the professional preparation sequence It offers Teacher

Candidates opportunities to acquire an understanding of the teaching process by a gradual induction into increased instructional responsibility Under careful supervision, Teacher Candidates practice the

rudiments of planning daily lessons, prepare instructional units, use classroom management techniques, and employ evaluation procedures They also learn and practice a variety of techniques and

methodologies to facilitate learning Teacher Candidates should also use this time to reflect on their experiences with a view toward self-analysis and self-improvement They should use this opportunity to become reflective decision-makers about their teaching and capitalize on the expertise afforded to them

by their Mentor Teachers and College Supervisors It is expected that during their student teaching assignments, Teacher Candidates will engage in the activities included on the list that follows They are advised, however, that their College Supervisor and Mentor Teacher may have additional expectations

1 Review and comply with the policies and procedures as stated in this handbook.(Appendix 1:

Handbook sign off sheet should be given to your college supervisor)

2 Although Teacher Candidates must make phone contact with the Mentor Teacher, they are advised to make a preliminary visit to the assigned school in advance of the first day of placement The Teacher

Candidate should meet the Mentor Teacher, exchange phone numbers, discuss possible activities, andobtain a first hand view of the neighborhood and community While at the school, the Teacher Candidate should also introduce himself or herself to key school personnel such as the principal and the secretary.

3 In order to overcome some of the apprehension during this period of adjustment, candidates can begin

to explore the following important information about the district and school: information about the school in general, type of population served, philosophy and objectives, mission statement, unique characteristics, facilities, or services and characteristics of the community

4 Be present at the practicum site for all scheduled days for the duration of the placement

5 Learn the school district’s mission, policies, and procedures

6 Establish and maintain rapport with the learners, the Mentor Teacher, all school faculty and staff, and the College Supervisor

7 Plan instructional units and lessons, share them with the Mentor Teacher in advance, and keep them organized Locate, develop, and use teaching materials, resources, and technology The student teaching practicum is a collaborative venture between Mentor Teachers from local school districts and supervisors from the teacher education program Mentor Teachers and supervisors (a) enrich Teacher Candidates’ knowledge about theories and methods of instruction, (b) demonstrate

alternative styles of effective teaching, (c) help Teacher Candidates design and evaluate instructional activities and materials, (d) observe Teacher Candidates’ classroom teaching performance, (e) confer with and offer constructive feedback to Teacher Candidates on a regular basis, (f) encourage Teacher Candidates to engage in reflective self-analysis and self-directed learning, and (g) sensitize Teacher Candidates to the many sociocultural factors that affect instruction and learning in the school

Expectations for Teacher Candidates /Professionalism

Conducting the business of a teacher in a professional manner is an essential and a critical part of the expectations that come with teaching There are many aspects of what constitutes a professional and making the transition from college candidate to a licensed professional includes obtaining the attitudes and integrity of all that is included within the definition:

1 Knowing and Following Policies, Practices and Procedures of the School District: Candidates must preview the policies and procedures of the School District(s) in which they are placed for student teaching Candidates are subject to the policies, practices and procedures of the District as long as candidates are in a student teaching placement

2 Handling Confidential Information: While performing duties as a Teacher Candidate, candidates may have access to information about school business, students, tests, other employees, and records that should be considered confidential Do not release any information before consulting with the Mentor Teacher Additionally, candidates should not discuss a student with any other teachers except the Mentor Teacher It is unprofessional to talk about or participate in discussions regarding students in faculty rooms, parking lots or hallways

3 Promptness: District policies should be followed for daily arrival and sign in Tardiness will not bepermitted and will count as a half day absence Two reports will result in a grade of “U” in the placement If an absence cannot be avoided, make certain candidates contact the Mentor Teacher, the

college and the College Supervisor

4 Turnaround Time: The same promptness should be applied to all aspects of responsibilities assigned to candidates from the Mentor Teacher If it is grading papers, candidates are expected to return those to the Mentor Teacher in a timely manner (usually 24 hours) Many schools use a parent portal which means grades are viewed on a daily basis Likewise, fulfillment of all associated paperwork or processes for recording and tracking candidates must be completed in a timely manner (ex Attendance, reports, progress reports, etc.)

5 Lesson Preparation and Preparedness: detailed lesson plans are to be written and delivered to the Mentor Teacher and College Supervisor Candidates are to show initiative and not wait to be

reminded and candidates will not keep the Mentor Teacher waiting for lessons Use spell and

grammar check before final copies are submitted

6 Organization and Materials Set-ups: For laboratory assignments, activities or demonstrations, candidates are to make sure that the materials (including copies of student materials) are ready at leastone day prior to teaching that lesson

7 Use proper grammar, spelling, and punctuation in all communication When necessary, consult a dictionary Avoid trite and slang expressions and gender-biased comments, as some terms may be

offensive to some people Your social group is changing as you join a profession, and you must now adopt the more formal language of a professional (Adopted SCSU)

Attendance While Student Teaching

A The beginning and ending dates of student teaching placements are established by the official college calendar and/or the department within the framework established by the college calendar Between these dates, the student teacher is required to:

1 Be at the placement every day that school is in session and/or teachers are in attendance and follow the vacation schedule of the school district to which they are assigned

2 Work the same hours and schedule, and perform the same duties, as the mentoring teacher

3 Attend school faculty meetings, parent meetings, extracurricular activities, and all other events where teacher participation is expected by the school district, unless the mentoring teacher and/or school

administrator determines otherwise

B The student teacher should expect to be in attendance each day school is in session However, in case

of absence or tardiness due to illness or other unavoidable emergency, the student teacher must:

1 Call the college supervisor, the mentoring teacher, and the school as soon as possible, but no later than one hour before school starts on the day of an absence

2 Arrange delivery to the mentoring teacher of all materials that the teacher candidate possesses that are necessary for instruction on the day of the absence

Professional Dress

The attitudes, values, and behaviors that candidates exhibit have the potential to impact on the success as

a teacher The appearance, language, and behavior speak volumes about candidates as a person Teacher Candidates should familiarize themselves with the school’s codes for professional behavior and dress

Student teachers must display identification at all times when they are on school grounds SUNY Buffalo State ID card or school identification nametags must be worn at all times with no exceptions.

Professional attire and appearance are expected at all times Education is a conservative industry

Remember that every experience in the school is as if candidates are on an interview In extreme cases,

teacher candidates may be instructed to leave the placement for inappropriate dress Appropriate: Business Casual is acceptable If working in shop classes or labs wear appropriate clothing and accessories for safety

Refer to http://cdc.buffalostate.edu/content/students/Interviews/interviewdress.php

for more information on business casual dress

The following is inappropriate for student teaching:

Displaying facial and other piercings or uncovered tattoos that may be distracting

Clothes or accessories that might be perceived as provocative

Jeans, leggings, shorts, tank tops/muscle shirts, athletic shoes, or sandals/flip flops **

Clothing with messages or team names, or which is considered athletic wear **

**Unless candidates are involved in a special school event where these would be appropriate Social Network Protocols and Cell phone use

It is expected that cell phones are not used for personal reasons while engaged with students, at faculty meetings, planning time, meeting and conferencing time with mentors Under no circumstances are candidates permitted to communicate with students via any social media or informal network means (Facebook, twitter, e-mail) Electronic communications must be restricted to classroom technology toolsendorsed by the school to provide feedback on student grades or performances Any information related

in any way to student teaching should not be shared publically on any social network

Teacher Candidate Planning

 A Teacher Candidate needs to understand that planning facilitates good teaching

 A well-developed lesson plan may be a Teacher Candidate's best teaching aid

 Emphasis on results should prevail over emphasis on form

 It is essential for the Teacher Candidate to be familiar with the Mentor Teacher's plans

 Good planning is based upon an appreciation for the purpose of the instruction and a working knowledge of the learning preferences of pupils

Participation in the Educational School Program

 The Teacher Candidate should be involved in the same kinds of activities as the Mentor Teacher

 Participation helps to give a Teacher Candidate the feeling of being accepted and needed

 Teacher Candidates are exposed to a wider audience when working in a total school program activity within the school than in an isolated classroom activity

 Participation should be accompanied by reflection and discussion in order to provide the Teacher Candidate with the most optimal learning experience

Basic Responsibilities of Student Teachers

Basic responsibilities of student teachers include, but are not limited to, the following:

A Contact the mentoring teacher soon after the placement is made to make specific arrangements for the placement to begin A preliminary visit to the school is strongly encouraged.

B Work with the college supervisor to meet all requirements outlined in the appropriate field placement handbook, course outline/syllabus, and other materials provided by the department or college supervisor

C Become familiar early in the placement with the school’s faculty and student handbooks Comply with all school rules, policies, procedures, and standards, including those concerning student safety and management/discipline; and teacher attendance, professional performance, behavior, and attire

D Become familiar early in the placement with classroom curriculum, materials, and

appropriate collegial and student-teacher relationships

H Gradually accept increased responsibility for the mentoring teacher’s professional workload under the guidance of the mentoring teacher and college supervisor over the duration of the placement The student teacher is expected to assume substantial or complete responsibility for the mentoring teacher’s workload,

as described in the program-specific Field Placement handbook

The Initial Days of Adjustment

During the first few days the Teacher Candidate should:

 Become acquainted with school personnel

 Get to know the students

 Become aware of the curriculum

 Become familiar with the classroom routine

 Assume some teaching responsibility

 And above all, demonstrate initiative

The following activities are suggestions for Teacher Candidates to become involved during the first week

of student teaching:

 Teach a get acquainted activity

 Carry out brief teaching activities

 Distribute and collect papers

 Check attendance

 Administer tests and quizzes

 Assist with laboratory or project work

 Work with individuals or small groups

 Operate equipment

 Assist the teacher with demonstrations

 Explain specific procedures or techniques

 Plan and create displays or bulletin boards

 Learn the names of students.

By the end of the second week, a Teacher Candidate should:

 Be independent in moving about the school

 Have some professional knowledge about the students

 Be able to take the lead planning

 Have assumed some responsibility for teaching an entire class for a part of the day

 Have met a number of other teachers and feel comfortable with them

 Have enough confidence not to be totally dependent on the Mentor Teacher

IV: Evaluation and Grading -Evaluating Candidate Performance in Field Experiences

Attendance log of Clinical Practice (Student Teaching, Internship, Practica)

Teacher Candidates may be asked to complete a report form that enumerates the days in attendance for student teaching, including reporting day(s) absent and tardiness At the completion of the practicum the final report is submitted, with the mentor teacher’s initials or signature to the college student teaching supervisor This varies by program/department

Program Assessment Requirements

Each education major has program assessments to evaluate candidate performance during the student teaching experience Often these evaluations require candidate work to be submitted on

TaskStream/Watermark where it is evaluated by the seminar instructor or supervisor In some instances, the assessment will be completed in hard copy and is submitted manually All required program

assessments must be completed for each placement in order for a Successful/Unsuccessful grade to be granted Teacher Candidates should check with their seminar instructor or supervisor if required

assessments are not specified clearly in the student teaching syllabus

TaskStream by Watermark Policies (TEU Policy ARTICLE I GENERAL PROVISIONS Section 6 Policy on Use of Electronic Portfolio Software.)

All candidates are required to use the electronic portfolio software approved by the Teacher Education Unit – TaskStream by Watermark Details of when enrollment is required will be detailed by individual departments within the education unit The unit TaskStream policy and subsequent syllabus statement is as follows:

TaskStream LAT: Learning Achievement Tool

In this course, all candidates are required to submit particular assignments via Watermark; these assignments include the following: [insert required Watermark assignment(s) here] These

assignments must be submitted via Watermark Candidates failing to submit required assignments via Watermark will earn an Incomplete course grade (I) until the work is completed and

(appropriately) submitted All candidates must be enrolled in their program on Watermark within

30 days of beginning the course All required Watermark course assignments must be submitted on Watermark by the end of the semester (Also, TaskStream(Watermark) is used as the SUNY Buffalo State platform to submit final edTPA portfolios to Pearson for evaluation )

TEU Assessments

All candidates must complete the Student teaching placement surveys (Exit Survey) which provides

feedback on strengths and weaknesses for the program on TaskStream/Watermark at the end of student teaching All candidates will complete a survey at the close of each placement Students with only one placement will complete the Exit Survey only

Placement 1 Experience Survey – candidates can find access to the survey in their Taskstream by

Watermark program under “Student Teaching.” Candidates must complete the survey in order for the supervisor to begin the placement evaluation

Placement 2 Exit Survey candidates can find access to the survey in their Taskstream by Watermark program under “Student Teaching.” Students must complete the survey in order for the supervisor to begin the final evaluation (See appendix 8)

Final Evaluation

A When a candidate does not succeed in a student teaching placement, this may be due to many factors including but not limited to repeated demonstrations of inadequate or incorrect content

knowledge, inappropriate professional dispositions, and/or underdeveloped teaching skills

The final grade for a field/clinical experience (satisfactory or unsatisfactory) is assigned by the college instructor, in consultation with the mentoring teacher, based on the academic and professional

performance standards adopted by each program

1 Candidates have a right to appeal an academic failure of a clinical placement in accordance with the College’s Academic Appeal Process http://academicstandards.buffalostate.edu/petitions

2 Candidates have a right to appeal the consequences of a professional or academic failure of a field/clinical placement in accordance with the TEU Policy handbook Article V

B The College is not obligated to provide a subsequent clinical placement to a candidate who has failed any field experience Failing any clinical experience may result in immediate action to terminate a candidate from the teacher education program and to not recommend the candidate for certification Alternatively, the College may require a waiting period and/or other remediation activities and

assignments to be completed prior to assigning a subsequent clinical/student teaching placement

1 Any subsequent field placement that is permitted by the College after failing a practicum or student teaching experience requires repeating the entire experience in the subsequent placement

2 The College will not provide a subsequent assignment to any candidate who has failed two field placements Failing two field placements will result in terminating the candidate from the program.C The department chair or designee, in consultation with the college supervisor, mentoring teacher, and dean, may determine that a student teaching experience must be extended to ensure that the student teacher has met the required standard of performance to pass the associated student teaching course Under these circumstances, the student teacher must continue student teaching in a satisfactory manner on

a full-time basis for the assigned additional period, which may be up to 7 weeks beyond the end of the original placement Failure to do so will result in failing the student teaching course

Withdrawal from Student Teaching

On occasion, a Teacher Candidate may make a request to withdraw from his or her placement Because

of the potential for serious consequences, candidates are advised to make such a request in writing after discussions with the Mentor Teacher and College Supervisor A written request should be submitted to the College Supervisor and the program coordinator in the Department Official withdrawals must be completed in accordance with the stated policy in the SUNY Buffalo State Educator Preparation Provider policy handbook Specifically, the Teacher Candidate may withdraw officially from student teaching

before the last day of the fourth week of a six-hour assignment or before the college date for course withdrawal of a twelve-hour situation or professional experience A grade of “W” will be assigned.

V The Student Teaching Triad

Student teaching is a collaborative venture directly involving the Teacher Candidate, the operating Teacher/Mentor Teacher, and the supervisors The success or failure of student teaching hingesupon the quality of relationships developed within this triad Each member of the triad plays important roles that contribute to the total professional development of the prospective teacher Moreover, these roles are interdependent, and there is much overlap in many areas Therefore, it is essential that all members of the triad have a clear understanding of their respective and varied roles

Qualifications for Cooperating Teachers/Mentor Teachers and Other Field-Based Supervisors (School District Employees) (TEU Policy Handbook- Field and Clinical Experiences Policies Section 2)

A Cooperating teachers and other on-site, field-based supervisors of candidates in applied settings

have a minimum of three years of experience in the area in which they are supervising, are certified for the areas in which they are teaching or working, and are recommended by the appropriate school administrator

B Exceptions may be made for otherwise qualified cooperating teachers and field-based supervisors

in school settings where teacher shortages exist or at the discretion the placement coordinator

*Note: From this point on the terms Co-Operating Teacher/Mentor Teacher are synonymous and will be

referred as Mentor Teacher

Criteria for Mentor Teachers

The primary responsibility of Mentor Teachers is the educational well-being of the learners in their classrooms A Mentor Teacher’s decision to accept a Teacher Candidate has a significant impact on these learners Because the Mentor Teacher will gradually relinquish teaching responsibilities, the performance of the Teacher Candidate has an increasingly important effect on the learners Therefore, Buffalo State is especially appreciative of Mentor Teachers’ willingness to accept Teacher Candidates into their classrooms

Mentor Teachers play a pivotal role in the professional development of pre-service teachers These individuals need to be effective teachers who use empirically based procedures to ensure learner progress Furthermore, they need to be creative, organized, flexible, professional, and good

communicators Individuals who serve as Mentor Teachers for Buffalo State Teacher Candidates must meet the following criteria:

 The Mentor Teacher will be certified in the specialty area or closely related area for which he or she is supervising

 The Mentor Teacher will be currently teaching classes in the Teacher Candidate’s area of